PARENTS’ READING WORKSHOP

Thursday 22nd January 2015

Welcome!

WHY? In 2007, an American publication, To Read or Not to Read,

set out a US perspective on the wider benefits of literacy. The document highlighted many areas familiar to English literacy research. To allow individuals to better understand the wider benefits of literacy, the National Literacy Trust has compiled this equivalent document for England. It draws on a number of sources that make use of longitudinal studies that have tracked their subjects from birth, such as the National Child Development Study (NCDS), which started in 1958, and the British Cohort Study, which began in 1970 (BCS70).

This research presents overwhelming evidence that literacy has a significant relationship with a person’s happiness and success.

It gives a clear indication of the dangers of poor literacy and also the benefits of improving literacy for the individual, the community, the workforce and the nation.

Reading for pleasure has been revealed as the most important indicator of the future success of a child (OECD, 2002), and improvements in literacy, at any point in life, can have a profound effect on an individual.

HOW?

Phonics. Guided reading. Shared reading. One to one reading... at home and at school.

Reading For Pleasure.

PHONICS

44 sounds to learn (s, t, p). Tricky words to learn alongside sounds

(the, said, we). Split into 6 Letters and Sounds phases.Pre-school – phase 1.Reception (Blue) Phases 2 – 4.Year 1 - Phase 5. Phonics screening. Year 2 Phase 6.

GUIDED READING

Six sessions per week. Ability groups. Groups doing various activities related to

reading. One x Teacher-led and one x TA- led group. Successes shared in yellow Reading Record.

READING WITH CHILDREN...

“Reading with children develops vocabulary, sentence patterns, imagination and abstract thinking.”

1) How books work.2) How to tell a story and what makes a good story.3) About using your imagination.4) About sequencing of events.5) To ask questions.6) To answer questions.7) To describe things.8) To speak well in full sentences. 9) To write well.10) To sustain conversation.11) To have opinions and hold debates...

The possibilities are endless!

READING FOR PLEASURE...

SUPPORTING LITERACY IN THE HOME

The National Literacy Trust found that involving male family members in a reading can have a hugely positive impact on pupils’ attitudes to reading and the frequency with which they read.

Reading at least 3 timesper week can accelerateprogress.

Think about the benefits of Familiar Reading

Think about how accurate the reading is...

Less than 90% accuracy, the book is too hard.

This will very quickly put your child off.

Likewise, if it’s too easy, then this can have a similar effect.

Speak to your child’s teacher.

BOOK BANDS

Introduce the books...

Where to start?

Which way next?

Return sweep to left?

Word-by-word matching? (“Follow with your finger.”)

Meaning of ‘word’ and ‘letter?’

Concept of ‘first’ and ‘last?’

Punctuation and its meaning? ! . , “ “ ?

Capital letters?

How many letters can they put a sound to?

ARE WE TAKING FOR GRANTED...

• Develop confidence.• Experience success.• Enjoy books and reading – read for pleasure.• Explore meaning.• Develop phrasing and fluency. • Learn about punctuation by enjoying reading with expression.

When they get to a tricky bit, remember the 3 Ps!

Pause, Prompt, Praise

WHAT DO WE WANT?

“What can I do when my child is stuck on a word?” • Just listen – your child should be reading their book easily.•Pause - try not to correct every mistake, especially if it still makes sense.•‘Finger frame’ the unknown word or sound.• Look for the biggest part of the word they already know.• Run up to the word – try to read the word in context (does it make sense?).• Read past the word – see what makes sense.• Use the pictures.• Tell them!

PROMPTING

PRAISING SPECIFICALLY “I liked it when you...” “Well done, on page 4 you didn’t

give up...” “You really know that sound/word

now...” “You read that sentence without

pausing...”“You read with great expression...” “You understood that

word/sentence/chapter brilliantly...”

QUESTIONING FOR UNDERSTANDING Recapping/Summarising – what has just

happened? Explanation - why do you think that happened? Prediction - what do you think is going to

happen? Inferring - reading between the lines to go

beyond the information in the text (eg How does the character feel about leaving home?)

Reflection - what do you think might have happened if…?

Personal responses to texts – did you like the book?

Evaluation (particularly non fiction texts)- is this a good book? Why? Why not?

Comparison of different authors – which authors do you like? Why? Who is better, Roald Dahl or David Walliams?

Make sure your child has understood what they have just read.

EFFECTIVE READERS... Read for meaning. Re-read when they have not understood. Monitor and resolve problems ‘on the run.’ Extract meaning from the text-at a literal and inferential

level. Predict and recap. Respond to texts verbally and with written answers. Activate and organise prior experience and knowledge. Identify the main ideas of key information. Generate questions before and during reading. Summarise their learning. Read punctuation and read aloud expressively and

fluently. LOVE reading, enjoy books and use books to find

things out.

http://www.oxfordowl.co.uk/

GOOD PLACES TO VISIT...

Please don’t let reading become a battle!

Make it easy and achievable- you’ll feel more relaxed, and so will your child.

We read for pleasure.

ABOVE ALL...

ANY QUESTIONS?